History of Education

Education is as old as life itself. Nobody, not even anthropologists, sociologists, nor historians,

can present an accurate account concerning the origin of education. Along this line, educational

experts are confronted with the views of the two opposing schools of thought of the evolutionist

and the creationist. The evolutionist believes that education started when primitive people-

savage, brutish, and animalistic began their quest to find ways to feed, clothe, shelter, and protect

themselves, and compete with animals for survival. In their quest, they discovered many things.

This is education in its simplest form, characterized by the absence of reading, writing, and a

comprehensive language. Education was informal and learning was done through observation

and imitation or apprenticeship.

Education in the Primitive Civilization

 Education commenced and developed from the human struggle for survival and the

enlightenment. Primitive people lived in the environment in which they would

continually struggle against natural forces, rapacious beasts, and fellow humans to protect

their lives. Thus everyday they developed new knowledge and skills that became their

life pattern. Learning for them is to share one’s knowledge to others by sharing

information, experiences, and even failure.

1. Primitive Education

 The fundamental aim of primitive education was to instruct children to become good

members of their community. The training for citizenship was very significant because

primitive people are highly concerned with the growth of the individual as tribal member.

Due to countless cultures, there were no standard characteristics of late childhood

education.
 Late childhood education was spontaneous and inarticulate imitations, while the early

adulthood was strictly standardized and regulated. The learning process commenced with

the initiation by separating the learner from his family and placing him in a secluded

place where other learners stayed. The learner should stay in the place for a period of

time set by the teacher following the curriculum that consist of cultural values, tribal

religion, myths, philosophy, history, rituals, and other knowledge.

a. Ancient China

 The Chinese of today are descendants of a proud civilization which settled along the

banks of the Huang-Ho and Yangtze rivers. Chinese education was aimed at selecting

and training people for public service thus it put emphasis on the molding of a person's

character and the inculcation of ethical and moral values. The Chinese believed that it

was the government's responsibility to provide education to the people so that they

would know how to live in harmony and happiness.

 By its direct involvement in the people's education, the government was likewise able to

select those who were really talented and equip these citizens with the instructions they

needed to qualify them for public service. In this manner, the ethical and moral

foundation of society was safeguarded and perpetuated To promote its focus on ethical

teachings, Chinese education centered on mastery of the Chinese language and on

classical literature particularly the works of Confucius. Confucius is a foremost Chinese

scholar who is considered the first teacher in China who desired to provide education to

all. He established teaching as a vocation. The Chinese consider his work, the Analects,

as the most revered of classical Chinese literature. This was a compilation of sayings by
 Confucius on the proper conduct in everyday situations and served as the Chinese

doctrinal source of wisdom and morality.

 As early Chinese had already developed a system of examination that would screen

ambitious youths for government office-an ancient semblance of the modern career

service examination. il as 206 B.C. during the height of the Han dynasty, the The

examination-which focused on the Confucian classics-was made up of three levels and

was held every three years. The first level was the preliminary examination held at the

local village. This lasted for a day and those who passed it were referred to as flowering

talents The second exam, held some months later in the provincial capital, lasted at least

three days and the successful examinee was known as a promoted man ready to embark

on the final test. The third and final exam, held at the Imperial Palace and given by the

Imperial Cabinet in the country's capital city, lasted at least 13 days. Those who passed

the exam were considered entered scholars, or fit for office. For each examination

successfully passed, the examinee enjoyed the privilege of adorning one's garments and

household, the right to be at honored places during feasts and public occasions, and a

chance to be chosen as one of the ministers in the Imperial Palace.

b. Ancient India

 Indian civilization in South Asia around 2500-1700 B.C. There were four "classes"

(caste) in Hindu culture: the Braltmans, Ksatriyas Vaisyas, and Shudra. The Brahmans

(pronounced Brahmins) are the highest, sacred, intellectual, teacher, and priestly class in

the social system of Hinduism. Their primary duty is to study and teach the Vedas

(Hindu Sacred Scriptures) and perform religious celebrations. The Ksatriyas are the

kings, warriors, government bureaucrats, and others who represent power. The Vaisyas
 are the farmers, traders, merchants and other skilled workers. The Shudras are the

unskilled workers.

 The Brahmans taught the "Vedas" philosophy, science, and grammar. The stages of

instruction were very well defined according to the class of an individual Hindu. The

child received his basic elementary education at home. The child's secondary education

was indicated by ‘thread ceremony" known as ‘upanayana’ that obliged and limited the

boys who belong to the first three classes. The boy (learner) would leave his father's

domain and enter the house of his teacher. The latter would treat him as hi own child,

render free education, and let the learner board and lodge with him without asking for

any payment. In

 return, the learner should keep the sacrificial fire burning do the house chores, and tend

the flock of the teacher The learner is taught the Vedic "mantra" (or hymns), phonetics,

grammar, astronomy, prosody (study of poetic structure) and etymology.

c. Ancient Egypt

 The ancient educational system in Egypt was administered and controlled by the

intellectual priests in the theocratic form of government who prevent the multiplicity of

culture. There were two types of formal schools for the privileged youth, one for the

scribes, and the other for priest trainees. When a child reached the age of five, he enters

the learning center for writing and continues his studies in reading until he reach the age

of 16 or 17. The learner at t the age of sixteen of fourteen, would undergo practical

training in offices for which they were being prepared.

 Methods of instruction and discipline were very strict in order to achieve the same

cultural formation and transmission. Any willful deviation from the Egyptian culture was
 strictly forbidden. Exercises and rote memorization were the typical methods of

instruction. In previous years the Egyptian priests taught their students in temple schools

concerning rudiments of writing, sciences, mathematics, and architecture aside from

religion.

Ancient Western (Occidental) Education

a. Greek Education

The Greeks were the first people in Europe to develop civilization. But it was from

Minoans, Egyptians and Phoenician traders that Greek learned how to write, to use

metals, to trade, and to build and sail ships. Two Contrasting Types of Education in

Ancient Greece:

 Spartan education

1. It is controlled by the state and exercised the right to expose sickly babies on the

mountainsides to die,

2. Education for boys and girls was left to the home.

3. At seven, boys and girls were gathered in the barracks for physical development

through games, exercises and pentathlon (running, discus throwing, casting the

javelin, jumping and wrestling)

4. Memorizing the laws of Lycurugus, the Spartan lawgiver and the selection from

Homer.

5. At 18, definite training in the use of arms and warfare began.

6. At the age of 20 to 30, service in the army and guarding the borders of the state were

required and assist in the training of the boys. Physical training for girls were also

rigorous to bear healthy children at 20.

1. The first state in the world's history where human capacities were allowed to develop

freely

2. Education is left almost entirely to the home and to the schools.

3. At 7, boys were sent to the Palaestra for physical training, for the pentathlon and

other exercises.

4. Learned to play the flute and lyre at the ‘Didaskaleion’ or music school accompanied

by slave paidogogus.

5. Learned to read and write, copied and memorized selected poems on wax tablets and

later on parchment with a reed pen.

6. At 15, physical training was continued in gymnasium or on the exercises ground until

the age 16

7. At 16, when young men became "ephebia," took the oath of loyalty and began

military training for 2 years.

8. At 20, they were admitted to citizenship.

 Ancient Roman Education

 The aim of Roman education was utilitarian, not theory but application not

learning but practice. Early Roman education emphasized a practical training for

military life and citizenship, acquired through memorization of the laws of the

twelve tables and the historical traditions of Rome. It was not until the Romans

succumbed to the cultural influence of the Greeks that they began to provide

formal schooling. The lowest roman school was the "ludus." or the school of the

"litterator." where the elements of reading, writing, and arithmetic were taught.
  The school of "grammaticus." or grammar school taught grammar, literature, and

the art of speaking correctly. The most advanced education was given in the

rhetorical schools, which gave a broad training in language and literature, and in

declamation as preparation for management of public and private affairs which

required the art of oratory. The rhetorical schools played an important part in

disseminating Roman culture. The encouragement of such schools was

encouraged by the government subsidies and by the exemption of teachers from

taxation and military service

 Monasticism

 Monasticism is also called Monachism, literally meaning "dwelling alone." It is

regarded as the most perfect service to God and a more effective means to

personal sanctification than other modes of living. In the strict sense, it is the

manner of life led by monks characterized by vows of poverty chastity, and

obedience St. Anthony (250-356) is named by some as the founder of Christian

monasticism. At the age of 20, he sold his property, gave proceeds to the poor,

and became a hermit near his home in Egypt. His day was spent in prayer, in

reading scripture and in committing them to memory and in manual labor.

 The aim of monastic education was the salvation of the individual souls, a kind of

moral and physical discipline based on bodily mortification and worldly

renunciation for the sake of moral improvement.

 Monasticism renounced completely the three aspects of social organizations: the

domestic home, economic structure and the political state.

 Scholasticism
  In the 11th century, there was a stirring of new life in Christ's scholarship, and

this movement to rationalize the doctrine of the Church was termed scholasticism.

The aim of scholasticism is essentially intellectual discipline It supports the

doctrines of the Church by rational argument attempted to give supporting

authority to the intellect, to justify faith by reason and substantiate theology by

logic. In the era of intellectual milieu was generally marked by the primacy given

to faith and, secondly, by a definite methodology classroom procedure.

 Primacy of Faith involved in practice and what its result were philosophical

conclusions which were in opposition to truth of faith consented in condemnation

of local bishops, i.e., the condemnation in 1270 in 13 propositions among which

were the following: "That the will of man wills or chooses from necessity... That

the world is eternal... That the souls are corrupted when the body is corrupted...

That man's action is not ruled by the Divine Providence."

 Chivalric Education

 Two careers were open to sons of noblemen during feudalistic times. If they

decided in favor of the church, they pursued an education that was religious and

academic in nature in order to become members of the clergy. If they decided in

favor of chivalry, they pursued an education that was physical, social and military

in nature. To the average boy, chivalric had much more appeal than the church.

 Saracenic Approach to Education

religion were known as Saracens. This is also known as Islam and us followers of

whatever nationality, are called Muslims. Due to its attractiveness to human

nature and its satisfaction to human longings, Islam prospered. The aim of

education for the Saracens was primarily a search for knowledge and an

application of scientific facts to their affairs to daily living, Saracenic education

aimed at the development of individual initiative and social welfare - liberal

education in its truest: sense.

 All education began with religious education, the memorizing of Koran. It was a

simple religion emphasizing high degree of tolerance with the faith. Islam had

learned doctors, teachers, priests hut no hierarchy. There was very little need for

much education, except for those training to be teachers of divinity or philosophy

so that education was free to devote to the improvement of life. In effect,

Saracenic homes and cities were equipped with facilities and luxuries that their

European neighbors had not even dreamed of.

 The Saracens schools originated the scientific method, lecture and the catechetical

methods and memorization and most carefully organized in the elementary,

secondary and tertiary levels. Their facilities were the models for the best in

Europe. The curriculum of the Saracen schools was the most complete.

 Guild Approach to Education

 Guilds have been applied to various types of associations, whether commercial,

professional, social or religious, formed to promote the common interests of the

members.
  There are two types of guild; merchant guild and craft guilds. Merchant guilds are

also known as Hansen, primarily a commercial organization. Its chief function

was to preserve as far as possible a monopoly of its own market, while attempting

to secure a favorable condition of trade elsewhere. Craft guilds on the other hand

are artisan formation made easier for people of the same occupation to live

together in a certain quarter or in the same street where they also worked and sold

their goods. As a class, they were inferior to the merchants in social order.

 The craft guilds were composed of master craftsmen, journeymen and

apprentices.

Modern Education

1. Francis Bacon

 Gives man dominance over things. He used the inductive method of learning.

2. Wolfgang Ratke

 Developed a natural method of teaching, nothing is to be learned by rote, repetition must

be done as often as possible, learning by the senses first and then exploration.

3. John Amos Comenius

 The ultimate goal of education was eternal happiness with God and education should

prepare for the activities of life through knowledge, learning should start from the

senses, learning should proceed from the known to unknown.

4. John Locke
  He postulated that everything in the mind came from experience, which in turn was

based on the perception of the senses. He believed that the development came only

through formation of habits through discipline.

5. Richard Mulcaster

 Children must be studied thoroughly and their innate abilities respected make use of

games, and exercise for learning purposes.

Child Centered Education

1. Jean Jacques Rosseau

 He was an educational theory based on naturalistic. Few books have such profound

influence on the theory and practice of education as he attracted the formal education and

insisted on nature as the best guide to the educational process.

2. Johann Heinrich Pestalozzi

 In his aim to psychologize education, he combined physical, moral, intellectual, and

manual work. His major emphasis on helping children to learn by experience and

observation, rather than by verbalism and memorization. His own writings (Leonard and

Gertrude 1781; How Gertrude Teaches Her Children, 1801), exercised a widespread

influence. His work came to a crucial point in the history of education, when nations

were beginning to establish systems of compulsory education.

3. Johann Freidrich Herbart

 His principle was that ideas are developed in the mind through external stimuli, and the

ideas have a dynamic force which reaches out for new ideas. Based on this principle, the

teacher’s task is to select ideas in accordance with the pupil’s backgrounds, to arouse the
 interest of the pupils, and gradually to build ideas into a moral and intellectual structure.

He advocated the cultural epochs theory, based on the premise that the growth of

children corresponds to the development of the culture through the ages. To put his

theory into practice, he formulated five steps of instruction: preparation, presentation,

association, generalization, and application.

4. Friedrich Froebel

 His theory was based on the concept of the absolute as a creative force, of which the

child’s nature is a part. The function of the teacher is to promote the growth of the child

as a human plant in the direction of its own inner laws of growth. He stressed creative

self-development and spontaneous activity, making or unfolding the best in the child. He

formulated a philosophy of child development in his Education of Man, Pedagogics of

the Kindergarten, and Education by Development. As he worked out his history in his

school at Keilhau, which came to be known as the kindergarten. Froebel not only

encourages play but elaborated series of gifts and occupation which developed the idea of

unity. In the curriculum he encouraged, through language, song, and manual work. The

kindergarten was not accepted in Germany but it developed widely in the United States.

Democratization of Education

John Dewey

 He brought a new concept of the social function of education. Dewey worked out his

theory in his experimental school, which was corrected with the University of Chicago.

Two principles dominated Dewey’s philosophy of education. The school is a preparation

for life, it is life and the school cannot be a preparation for social life except as it
reproduces the typical conditions of life. In other words, education must start with the

interest, activities, and experience of the child, the process is one of the constructing that

experience through sharing and participating in group and social activities, in order to

develop intelligent members of democracy.